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Aid Activity Summary,Aid Activity Name Vietnam ADS PREP Project. AidWorks initiative INF523,number INJ260, Commencement date January 2010 Completion June 2016. for the 2008 ADS date,Program Design,Total Australian. Delivery Coffey International Ltd,organisation s ACET. Vietnamese Vietnam Ministry of Education and Training. Counterpart,Country Region Vietnam,Primary Sector Scholarship Education.
Acknowledgments, The MTR team would like to express appreciation for the assistance given by AusAID. staff in organising the review and facilitating its implementation and in particular to Ms. Nguyen Thu Hang The team also expresses appreciation to Mr Graham Alliband of the. Managing Contractor for the ADSiV and his staff for their assistance in facilitating access. to applicants and alumni We thank the management and staff of ACET for their. assistance in facilitating interviews with applicants undertaking English Language. Studies at their premises and Hoang Thi Hanh Ly who provided translation services for. meetings with central agency representatives, The team also wishes to thank the many people we have interviewed and or who have. provided documentation to us and who have been so generous with their time. providing open and considered reflections on the program These include. The Management and Staff of the Managing Contractor for ADSiV. The Management and Staff of ACET, The representatives to whom we spoke from the many Government of Vietnam. agencies including Provincial Universities that have participated in the. scholarships program, The other country Germany UK and USA scholarship programs in Vietnam. The management and staff of Vietnam International Education Development. VIED of the Ministry of Education and Training who administer a large. scholarships program, The scholarship liaison representatives at Australian Universities.
Recent applicants for scholarships, Alumni of ADS and Vietnamese Graduates from Australia Club VGAT. Author s Details, Team Leader Sue Funnell Courage Partners with assistance from the in country team. member Nghiem Ba Hung Director of PeaPROs Consulting. Independent Progress Report 30 June 2011 ii,Abbreviations. ACET Australian Centre for Education and Training in Vietnam. ACIAR Australian Centre for International Agricultural Research. ADS Australian Development Scholarships program,ALA Australian Leadership Awards. ALAF Australian Leadership Award Fellowships,ALAS Australian Leadership Award Scholarships.
ANU Australian National University, ASDiV Australian Scholarships for Development in Vietnam. ASMC Australia Scholarships Managing Contractor,ASS Australian Scholarships Section in AusAID. AUD Australian Dollar, AusAID Australian Agency for International Development. CGA Central Government Agency,CS Country Strategy,DD Design Document. DFAT Department of Foreign Affairs and Trade,DHA Department of Home Affairs.
DIAC Departure of Immigration and Citizenship,EL English Language. ELT English Language Training,GoV Government of Vietnam. GPA Grade Point Average,HCMC Ho Chi Minh City, HCMNAPPA Ho Chi Minh National Academy of Politics Public Administration. HRD Human Resource Development,IAP Introductory Academic Program. HTV Ho Chi Minh Television, IELTS International English Language Testing System.
JSC Joint Selection Committee,M E Monitoring and Evaluation. MARD Ministry of Agriculture Rural Development,MC Managing Contractor. MEF Monitoring and Evaluation Framework,Independent Progress Report 30 June 2011 iii. MOET Ministry of Education and Training in Vietnam. MOF Ministry of Finance,MOFA Ministry of Foreign Affairs. MOH Ministry of Health,MOIT Ministry of Industry Trade.
MOJ Ministry of Justice,MONRE Ministry of Natural Resources Environment. MOLISA Ministry of Labour Invalids and Social Affairs. MPI Ministry of Planning and Investment,MPS Ministry of Public Security. NGO Non Government Organisation, OASIS Online Australian Scholarship Information System. ODA Overseas Development Assistance,OOG Office of Government. PAHRODF Philippines Australia Human Resources and Organisational Development. PCE Pre Course English,PCOC Party Central Organisation Committee.
PhD Doctorate of Philosophy,PPC Provincial People s Committee. PI Priority Institution,PPI Priority Public Institution. PSLP Public sector linkages program,SBV State Bank of Vietnam. TESOL Teaching English as a Second Language,UQ University of Queensland. VIED Vietnam International Education Development,VGAC Vietnam Graduates from Australia Club.
VOV Voice of Vietnam,Independent Progress Report 30 June 2011 iv. Aid Activity Summary ii,Acknowledgments ii,Author s Details ii. ABBREVIATIONS III,EXECUTIVE SUMMARY 1,1 BACKGROUND 1. 2 SUMMARY OF ACTIVITY OBJECTIVES COMPONENTS AND PROGRESS TO DATE 1. 3 EVALUATION FINDINGS 1,4 LESSONS AND RECOMMENDATIONS 3. Evaluation Criteria Ratings 4,INTRODUCTION 5,5 ACTIVITY BACKGROUND 5.
6 EVALUATION OBJECTIVES AND QUESTIONS 6,7 EVALUATION SCOPE AND METHODS 7. 8 EVALUATION TEAM 7,EVALUATION FINDINGS AND RECOMMENDATIONS 8. 1 HOW WELL IS THE PROGRAM PROGRESSING IN RELATION TO ITS GOAL AND OBJECTIVES 8. Findings in relation to the goal and objectives 8,Objective 1 11. Objective 2 20, 2 HOW EFFECTIVE AND EFFICIENT WAS THE USE OF THE TARGETED APPROACH USING PROFILES. IN THE 2010 PROMOTION AND SELECTION ROUND IN TERMS OF CONTRIBUTING TO ACHIEVEMENT OF. PROGRAM OBJECTIVES 26, Findings in relation to targeted approach using profiles 26.
3 HOW EFFECTIVE AND EFFICIENT HAS THE PPI APPROACH BEEN IN TERMS OF CONTRIBUTING. TO ACHIEVEMENT OF PROGRAM OBJECTIVES 33,Findings in relation to the PPI approach 33. 4 HOW EFFECTIVE AND EFFICIENT HAS PROGRAM IMPLEMENTATION BEEN 48. Findings in relation to program implementation 48,Ongoing promotion 48. Application and selection process 52,M E strategies 58. The alumni strategies 62, Technical inputs of the ASDiV Managing contractor and roles played by key personnel 68. The separate management arrangements for program administration and ELT 71. 5 DO THE ASDIV DESIGN AND IMPLEMENTATION ARRANGEMENTS CONTINUE TO BE RELEVANT. IN THE FACE OF CHANGING EXTERNAL AID ENVIRONMENT CORPORATE REQUIREMENTS AND THE. CURRENT AUSTRALIA VIETNAM DCS 72,Findings in relation to continuing relevance 72.
OVERALL CONCLUSIONS 76,EVALUATION CRITERIA RATINGS 77. ANNEX 1 TERMS OF REFERENCE 1,ANNEX 2 METHODOLOGY 1. ANNEX 3 RELATIONSHIP BETWEEN EVALUATION QUESTIONS FOR THIS MTR. RECOMMENDED EVALUATION QUESTIONS FOR SCHOLARSHIPS AND AUSAID. STANDARD EVALUATION CRITERIA 1,Independent Progress Report 30 June 2011 v. ANNEX 4 ILLUSTRATIVE REWORDED OBJECTIVE 1 IF PRIORITIES FOR HRD WERE. PARTLY ALIGNED WITH THE PILLARS 1, ANNEX 5 CONSIDERATIONS FOR ENGAGEMENT WITH ORGANISATIONS. PHILIPPINES HUMAN RESOURCE AND ORGANISATIONAL DEVELOPMENT FACILITY. EXCERPT FROM ANNEX D IN 2009 DESIGN DOCUMENT 4, ANNEX 6 WHAT S CHANGED BETWEEN LAST ROUND AND CURRENT ROUND.
APPLICATIONS IN 2011 OF THE CYCLE FROM PROMOTION TO REINTEGRATION 1. ANNEX 7 SOME ISSUES RELATING TO THE LOGFRAME AND MEF 1. ANNEX 8 RATES AND TYPES OF ACTIVE PARTICIPATION BY ALUMNI 1. ANNEX 9 FULL SET OF DETAILED RECOMMENDATIONS FROM EVALUATION. QUESTIONS 1 TO 5 3,Independent Progress Report 30 June 2011 vi. Executive Summary,Background, Through Australian Scholarships for Development in Vietnam ASDiV Australia seeks. to support Vietnam s continuing economic development by assisting in the creation of a. greater pool of specialists with the highest level of education and to link the acquisition. and use of new knowledge to making contributions to areas of economic and social. development that are identified in the Joint Australian Vietnam Development. Cooperation Strategy Design Document p 13 Australian Development Scholarships. account for approximately 15 of the current bilateral program budget. ASDiV was designed in 2008 to manage the delivery of 225 ADS 20 25 ALAS and 50 60. ALAFs per year to Vietnam The 2008 design proposed a mid term review MTR and. modification if necessary of these approaches around mid 2011 to inform the second. phase 2012 2016 implementation Since the design there have been several changes to. ASDiV s operating context Implications of these changes needed to be explored. Summary of activity objectives components and progress to date. The goal and objectives of the program are as follows. Goal Economic growth and poverty reduction in Vietnam is facilitated by access to new. professional and technical capacity and leadership skills contributed by an expanded. group of Vietnamese graduates from Australian tertiary programs and study. placements,Objectives for the quantum over period 2009 15. i Vietnam has additional higher learning and leadership capability from Australian. scholarships and learning placements that is being used by graduates to make. personal contributions to priority development areas an abbreviated statement. ii Vietnam has additional PhD qualified university teachers and researchers using new. qualifications to improve quality of teaching and research programs in Vietnam. universities that in turn train students and researchers in fields and disciplines that. support development work in the priority development areas and has additional. post graduates with qualifications in TESOL who use the skills to improve quality in. TESOL teacher training to support the national program to expand skills in English. iii Women constitute at least 50 of the additional graduates and leaders obtaining. new skills and using them to contribute to development in the priority areas. ASDiV has successfully completed one year of operation delivering outputs related to. promoting the program selecting and preparing applicants with ELT placement and. mobilisation and delivering an alumni program Scholarships have been distributed. across 5 targeting profiles in proportions as planned Monitoring and evaluation has. commenced primarily in relation to outputs but with some initial work on case studies. Evaluation findings, Overall the program is on track to produce an expanded group of Vietnamese graduates. with professional and technical skills additional PhD qualified university teacher and. researchers and postgraduates with TESOL qualifications from Australian tertiary. programs through scholarships for tertiary programs More than 50 of these. graduates will be women The program is also on track to enhance leadership skills. through providing ALAS and study placements such as those available through ALAFs. Midterm Review June 2011 page 1 of 78, At this stage it is not possible to tell whether the graduates will apply what they have.
learnt to achieve development outcomes International literature and experience. concerning the potential impacts of training individuals on organisational changes and. development outcomes suggest that the program needs a stronger theory of change that. fills in some of the more significant gaps between acquiring individual competencies and. achieving development outcomes It also needs a theory of action that shows what the. program will do to encourage use of competencies to achieve development outcomes. The targeting approach using profiles was generally effective in that it successfully. attracted sufficient applications across all profiles However the approach was complex. to explain and administer Some sensible changes have now been made to the profiles. Most have been welcomed by applicants and their institutions The haste with which the. changes occurred and the lack of adequate notice to prepare for them was an issue but. this is a problem for 2011 only The current profiles will need to be updated to reflect. the new Country Strategy and decisions that are to be made concerning HRD priorities. PPIs all of which were Central Government Agencies CGAs were initially conceived as. a separate category to the five profiles but a subset of Profile 3 all CGAs In practice. almost all of the Profile 3 agencies that applied for scholarships were also PPIs The. separate PPI category has now been discarded The expected engagement and support. processes for working with each of the 15 PPIs have not been feasible They have been. replaced by less intensive processes at the application stage and at the reintegration. stage when scholars return The continuing availability of this assistance will help to. maintain good relationships with those that were previously identified as PPIs. The changes in the PPI support processes that have occurred relative to the original. design are likely to reduce the extent to which the studies that scholars undertake are. central to an organisation s strategic HRD needs and the extent to which scholars will be. able to apply their new skills in the manner described in the objectives Given this. assessment the MTR concludes that it would be better to now reduce the number of. PPIs and strengthen the delivery of the original design features with respect to pre and. post scholarship support to organisations, Despite problems with the PPI overall implementation has been effective efficient and. adaptive All stakeholders spoke highly of the services provided by ASDiV and ACET. with most suggestions for improvement being at the margins Many changes have been. made for 2011 to streamline processes and improve performance at the output level. promotion selection ELT mobilisation and so on and to successfully implement. corporate requirements relating to consolidation of ALAS and ADS The alumni data. base has been significantly improved and about a third of the 1 995 alumni on the. database have participated in one or more activities provided for them by ASDiV. However the purpose of the alumni program remains unclear. Length of time between submitting an application and taking up a scholarship has been. reduced by 6 months both for those requiring and not requiring ELT Online application. has made the process easier for most applicants One of the remaining inefficiencies. relates to the processes by which applicants can track the progress of their applications. A great deal of time and much paperwork is required in responding to enquiries and it is. likely that current processes are a source of anxiety and irritation for applicants. The program goal objectives and profiles were formulated under the previous Country. Strategy They are not fully aligned with the new country strategy In addition the HRD. objective of the new Country Strategy with which the scholarships and study placements. program is located is too broad to be useful for targeting and promotion prioritising. applications or providing HRD support to organisations. Use of flexible modes has commenced with the piloting of some short courses on HRD in. Australia HRD support could make more use of flexible modes of HRD to address the. Midterm Review June 2011 page 2 of 78, differing needs of organisations with respect to managing change in relation to. development priorities In so doing it would also better address AusAID corporate. directions and Paris principles for Country ownership and institutional strengthening. Lessons and recommendations, The MTR acknowledges and commends the progress that has been made in streamlining. program administration The MTR includes some recommendations to further improve. efficiency such as online tracking of scholarship applications Many of the MTR. recommendations are about giving more consideration to intended development. outcomes to concentrate more effort on priority areas AusAID setting priorities is seen. as the most urgent and important task that underpins other recommendations The. recommendations are to strengthen the relationship between the program and the. Country Strategy CS making the latter the touchstone for setting priorities redefining. the program goal and objectives and refining the targeting profiles. At a strategic level the most significant recommendations are to. 1 Reintroduce the concept of priority organisations About 8 10 organisations. should be selected to work as partners with AusAID in line with CS priorities and. taking into consideration other factors such as commitment and potential for. productive engagement They could come from any of the three profiles and across. sectors not just public sector They will receive additional HRD assistance before and. after scholarships and access to a range of flexible modes as needed It is suggested. that approximately 40 of the scholarships go to PIs percentage for internal use not. a quota Extended engagement over 3 to 4 years or more is expected. 2 Change the goal of the program so that it is more closely linked to the CS. program objectives and includes flexible modes The recommended goal is. Achievement of HRD priorities identified within Country Strategy objectives is. facilitated by access to and use of new professional technical capacity leadership. skills contributed by an expanded group of Vietnamese graduates from Australian. tertiary programs study placements and through other forms of HRD and HRM. assistance, 3 Determine priorities within the HRD objective of the CS when developing the. Delivery Strategy later in 2011 and reflect these in revised program objectives. Some options for consideration, a More clearly identify and prioritise Vietnamese stakeholder needs with respect to.
HRD Choose a relatively small number of areas that are likely to be of ongoing. concern beyond the life of the current CS for which Australian offers comparative. advantage for which political engagement can be secured and for which. Scholarships and other HRD support are likely to be effective delivery modes. taking into consideration such factors as need for critical mass. b Restore the CS objectives 2 to 5 to the statement of program objective 1 and. identify priorities within the CS HRD objective so that it provides more guidance. e g the focus of the HRD objective could be on improving the quality of Vietnam s. human resources in HRD and HRM leadership other institutional strengthening. and for tertiary education or other priorities as identified in option a. 4 Add a fourth objective to the program that relates to the alumni strategy. develop an alumni theory of change and manage the alumni program and other HRD. work with organisations to achieve this objective and implement the theory of. change Suggested wording for this objective is, Alumni return with and maintain linkages and positive perceptions of Australia that. contribute to strengthening the Vietnam Australia bilateral relationship and are. Midterm Review June 2011 page 3 of 78, supported to enhance their contribution to development objectives by applying what. they have learnt and through diffusion of learning to others. Since there have been several recent changes and some concern has been expressed by. Vietnamese agencies concerning the frequency of change the MTR advises against. making any substantial changes until 2012 2013 However behind the scenes work can. commence for making the recommended changes and some piloting of processes and. models can be undertaken,Evaluation Criteria Ratings. Evaluation Rating,Explanation,Criteria 1 6, Relevance 4 The nexus between the country strategy objectives and the. scholarships program is problematic HRD is one of three themes of the. new Country Strategy but is too broadly stated to provide guidance for. priorities and its link to aid objectives is unclear. Effectiveness 5 The program is largely on track to ensuring that people from across the. profiles participate in the scholarship program and that they acquire. knowledge and skills Achievement of the latter parts of the three. objectives parts that relate to use and impact may be at risk. Efficiency 5 The program is efficiently managed and technically competent It has. made various changes that should improve efficiency further including. the potential to improve online processes for contact with applicants. Some aspects of liaison with Australian universities may need. Sustainability 4 Sustainability of learning and application of learning beyond the period. of studies has been threatened by the removal of more intensive HRD. support to a small number of high priority agencies following return of. scholars and the removal of requirements for career and work plans. Gender 5 Women are overrepresented with respect to numbers of applicants. Equality and successful applicants It is too soon to know whether the female. graduates will be able to apply what they have learnt when they return. Monitoring 5 There is increasing attention to measuring outcomes but insufficient. Evaluation attention to the role of scholarships in contributing to outcomes and. the specifics of the outcomes as they relate to program objectives M E. has been hampered by lack of clarity about program priorities The. high rating takes into consideration what could be achieved given. these circumstances, Analysis 5 The program has learnt from its experience and adapted various.
Learning processes to streamline implementation and to address AusAID. corporate requirements Unfortunately some of the adaptations may. improve performance with respect to outputs and efficiency but may. be to the detriment of the long term impact of scholarships. Rating scale 6 very high quality 1 very low quality Below 4 is less than satisfactory. Midterm Review June 2011 page 4 of 78,Introduction. Activity Background, Through Australian Scholarships for Development in Vietnam ASDiV Australia seeks. to support Vietnam s continuing economic development by assisting in the creation of a. greater pool of specialists with the highest level of education and to link the acquisition. and use of new knowledge to making contributions to areas of economic and social. development that are identified in the Joint Australian Vietnam Development. Cooperation Strategy Design Document p 13 Australian Development Scholarships. account for approximately 15 of the current bilateral program budget. The goal and objectives of the program are as follows. Goal Economic growth and poverty reduction in Vietnam is facilitated by access to new. professional and technical capacity and leadership skills contributed by an expanded. group of Vietnamese graduates from Australian tertiary programs and study. placements,Objectives for the quantum over period 2009 15. i Vietnam has additional higher learning and leadership capability from Australian. scholarships and learning placements that is being used by graduates to make. personal contributions to these 1 priority development areas. ii Vietnam has additional PhD qualified university teachers and researchers using. new qualifications to improve quality of teaching and research programs in Vietnam. universities that in turn train students and researchers in fields and disciplines that. support development work in the priority development areas and has additional. post graduates with qualifications in TESOL who use the skills to improve quality in. TESOL teacher training to support the national program to expand skills in English. iii Women constitute at least 50 of the additional graduates and leaders obtaining. new skills and using them to contribute to development in the priority areas. The AusAID Scholarships for Development in Vietnam ASDiV Program was designed in. 2008 to manage the delivery of 225 ADS 20 25 ALAS and 50 60 ALAFs per year to. Vietnam The design covers the 2009 2016 timeframe comprising a pilot phase 2009. 2011 and a follow up phase 2012 2016 In 2010 the ASDiV Program piloted more. targeted promotion and selection by using profiles innovative promotion and alumni. management strategies and support for HRD plans and personal career development in. 15 Government of Vietnam GoV ministries known as Public Priority Institutions PPIs. The five profiles used in 2010 and the percentage of scholarships that were allocated to. them were i local government officers and ii rural development workers 30 for i. and ii together iii central government officers including PPIs 40 iv University. lecturers and researchers 20 and v English teachers 10 Priority consideration. has also been given to candidates with disadvantaged background i e ethnicity. disability poorest areas Up to 45 of the scholarships were to be for PhDs. 1 The design document identified these priorities as those of the draft country strategy and specified them. as part of objective 1 The priority areas changed when the country strategy was finalised in December 2010. but the new priority areas have not been explicitly carried over to statements about program objectives that. appear in ASDiV documentation e g reports and plans The question of what the priorities are is unclear. Midterm Review June 2011 page 5 of 78, The 2008 design proposed a mid term review MTR and modification if necessary of. these approaches around mid 2011 to inform the second phase 2012 2016. implementation The timing of this MTR does not allow full assessment of two rounds of. selections 2010 2011 as envisaged by the design However AusAID decided to. proceed with the review to ensure sufficient preparation for any program adjustment. and enable program continuity beyond January 2012, Even so several changes targeting profiles promotion application selection.
processes some of which are relatively small and some of which are quite significant. had already been approved for the 2011 applications 2012 intake prior to this MTR. The review while focusing on the original design also comments on the changes that. have been made to the original design, Amongst the most significant changes are the collapsing of five profiles to three and the. fact that there are now 30 PPI organisations compared with the original 13 for this. design and 4 in the previous design The PPI concept has been discarded and all. previous PPIs have been rolled into a Central Government Agency profile new profile. 2 This has implications for how much custom tailored HRD support can be given to. each organisation, In addition under the original design PPI applicants were nominated by the PPI. employing agencies and had to submit a Career Path Plan with application Now they. apply directly on line themselves but need a Letter of Agency Endorsement to be eligible. and no career path plan is required This has implications for how closely aligned. individual applications are likely to be with overall HRD plans. Since the 2008 design there have been several changes to the operating context of ADSiV. that have implications for the continuing relevance of some aspects of the design and the. ways in which it is implemented Examples of changes include. the new Vietnam Australia Country Strategy the change in objectives and in. particular the fact that within the Strategy HRD has become a strategic objective. rather than a cross cutting theme, AusAID Canberra led Awards consolidation process and in particular the. consolidation of ADS and ALAS and the introduction of online applications. the expansion of the number of ADS for Vietnam from 175 to 225. increased corporate attention to monitoring and communicating the impacts of. scholarships with respect to organisational changes and development outcomes and. not just the effectiveness and efficiency of delivery processes or the completion of. studies return to country and promotions within country and. movement by AusAID Corporate Scholarships referred to in the design document. towards more flexible modes of delivery for HRD,Evaluation Objectives and Questions. The objectives of this MTR are to, independently assess the efficiency and effectiveness of the pilot phase 2009 2011.
of the ASDiV Program, Make recommendations to modify if necessary key elements of the ASDiV second. phase design 2012 2016 to enable ASDiV achieve its development objectives. Targeting and Alumni have been identified by Post as two key issues given the short. amount of time for the MTR, The agreed evaluation questions derived directly from the Terms of Reference see. Annex 1 are,Midterm Review June 2011 page 6 of 78, 1 How well is the program progressing in relation to its goal and objectives. 2 How effective was the use of the targeted approach using profiles in the 2010. promotion and selection round in terms of contributing to achievement of program. objectives and how efficient has this approach been. 3 How effective has the PPI approach been in terms of contributing to achievement of. program objectives and how efficient are the implementation processes. 4 How effective and efficient has program implementation been with respect to. Ongoing promotion,Selection process,M E strategies. The alumni strategies, Technical inputs of the ASDiV Managing contractor roles played by key.
The separate management arrangements for program administration and ELT. 5 Do the ADSiV design and implementation arrangements continue to be relevant in. the face of changing external aid environment corporate requirements and the. current Australia Vietnam DCS,Evaluation Scope and Methods. This evaluation had three phases with the amount of consultancy time 15 days for the. team leader and 13 days for the in country consultant distributed fairly evenly across. the three phases of preparation in country visit and reporting following the visit An. evaluation plan was submitted and approved well in advance of the visit It provided the. basis for developing various data collection tools such as interview guides Annex 2. provides a more detailed description of the approach its strengths and limitations. The key methods included, Reviewing background and other relevant materials including those relating to. other scholarship programs, Consulting with internal and external stakeholders including AusAID Hanoi. AusAID Canberra the Managing Contractors key GoV ministries both PPI and. non PPI Provincial Universities Whole of Government partners and other. Vietnam based international scholarship providers, Consulting with selected Australian education providers alumni and scholarship. awardees from the 2010 selection round, This report does not reproduce the detailed results that are comprehensively included.
in ASDiV s 2010 Annual report but draws on them as needed. Evaluation Team, Sue Funnell team leader brings expertise in program design monitoring and. evaluation including skills that relate to capacity development programs She has. experience at both AusAID country and AusAID corporate levels with respect to design. monitoring and evaluation of scholarships programs Sue s role was to plan and oversee. the evaluation participate in data collection and prepare the report. Nghiem Ba Hung is a national consultant who brought insights and information relating. to Vietnam as well as local situation Hung s role was to conduct interviews before. during and after the one week visit to Hanoi assist with the conduct of the evaluation. during the visit in Hanoi and to prepare summaries of the findings of the interviews. There are no conflicts of interest The size of the team was adequate for the scale and. duration of the evaluation,Midterm Review June 2011 page 7 of 78. Evaluation Findings and Recommendations, The findings and recommendations are structured around the evaluation questions To. avoid repetition most issues relating to relevance from Evaluation Question 5 are. discussed as they arise in relation to Evaluation Questions 1 to 4 Table 1 in Annex 3. maps the relationships between these questions AusAID s standard evaluation criteria. for IPRs and the evaluation questions recommended by ASS for scholarship programs. To assist the reader to engage with the findings the recommendations are located in. shaded boxes ahead of relevant findings rather than after the findings They are. presented as a complete set in Annex 9 Some of the recommendations are already. underway and are made to reinforce the approach being taken by ASDiV. 1 How well is the program progressing in relation to its goal and. objectives,Findings in relation to the goal and objectives. Since the goal and objectives relate to graduates and the first cohort of graduates have not. yet emerged from this program the focus will be on what the program is doing to select. and support scholars who have the potential to contribute to the goal and objectives. Goal a 2Economic growth and poverty reduction in Vietnam is facilitated by b access to. new professional technical capacity leadership skills contributed by c an expanded. group of Vietnamese graduates from Australian tertiary programs study placements. Continuing relevance of the goal to the Country Strategy. 1 1 Reformulate the goal to more closely reflect the current country strategy and the. new priorities that are to be set for HRD when developing the Delivery Strategy. later in 2011 Some alternatives depending on the approach adopted for setting. priorities include, Achievement of HRD priorities identified within the Country Strategy objectives is.
facilitated by access to and use of new professional technical capacity leadership. skills contributed by an expanded group of Vietnamese graduates from Australian. tertiary programs study placements and through other forms of HRD and HRM. assistance Priorities will need to be set especially with respect to the HRD. Achievement of the HRD objective of the Country Strategy is facilitated by access to and. use of new professional technical capacity leadership skills contributed by an. expanded group of Vietnamese graduates from Australian tertiary programs study. placements and through other forms of HRD and HRM assistance in relation to the. following priority areas to be defined, 1 2 Use the priorities that are to be set within the Country Strategy as the touchstone. for prioritising fields of study institutions applications and for justifying decisions. to agencies and individuals concerning requests and applications that do not fit as. strongly within the Country strategy, 2 The breakup of the goal into parts a b and c was done for the purpose of the MTR for clearer analysis. Midterm Review June 2011 page 8 of 78, The goal of the program includes a focus on economic growth and poverty reduction. The original expanded objective 1 included the Country Strategy objectives and these. also gave some attention to poverty issues However the objectives of the new country. strategy give little direct attention to poverty reduction per se. This in itself is curious since the intent of Australian ODA is generally to promote. development that reduces poverty This kind of development differentiates ODA from. other types of assistance that might come from other Australian government agencies. where there is no direct connection with pro poor agenda Even though there has been a. widespread reduction in poverty in Vietnam over the last two decades3 there is some. merit in keeping some focus on pro poor issues if only to differentiate ODA from other. assistance and give it more focus This continuing focus could be through the detailed. statements of the targeting profiles see Evaluation Question 2. In fact the new Country Strategy does not itself have a clearly labelled goal except to the. extent that the following statement on page 7 of the CS could be considered a goal. This strategy sets out how Australian aid will assist Vietnam to achieve the Millenium. Development Goals MDGs and become an industrialised country by 2020. Given that the new CS includes less explicit reference to directly tackling poverty. reduction except in connection with MDGs and concern is being expressed about the. need to progress to an industrialised country4 it may make sense to include reference in. the goal of the program to progression to a modernised industrialised country moving. towards a market driven culture, Perhaps more simply the program goal can refer to the achievement of the objectives of. the CS and the process of setting priorities can be undertaken taking the Strategy Goal. into consideration although undifferentiated reference to MDGs is not helpful As. noted later in this report the CS objectives and in particular objective 1 which relates. to HRD require clarification and priorities need to be set within them This process will. occur when developing the Delivery Strategy for HRD in 2011. The current statement of the goal makes a direct link between having access to new. skills on the one hand and reduced poverty and economic growth on the other hand. This reflects a significant gap and leap of faith in the theory of change for the program. While it is not feasible to include all the missing middles in a goal statement the goal. statement would be improved somewhat by including a reference to the fact that not. only is it important to have access to new skills but also that those skills are mobilised. Also the discussion of flexible modes in Evaluation Question 5 and elsewhere in this. report suggests that it would be helpful if the goal were not limited to scholarships and. other study placements, The goal statement as currently stated does not add much value to objective 1 Vietnam.
has additional higher learning and leadership capability from Australian scholarships and. learning placements that is being used by graduates to make personal contributions to the. priority development areas in the country strategy In fact in some regards objective 1 is. stronger than the goal because it goes beyond having access to skills to actually using. new skills,Achievements in relation to the current goal. Overall the program is on track to produce an expanded group of Vietnamese graduates. with professional and technical skills from Australian tertiary programs through. 3M E Porter The 2010 Vietnam Competitiveness Report. 4Concern expressed by Vietnamese stakeholders in the MTR Vietnam s 5 year Socio economic development. plan 2011 2015 the Country Strategy Also progress towards an industrialised country is seen as a means of. sustaining advances that have been made in terms of reducing poverty.


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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY TERHADAP HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 1 METRO TIMUR (S kripsi) Oleh FITRI MARTIAS DININGSIH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS LAMPUNG BANDAR LAMPUNG 2017. i ABSTRAK PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY TERHADAP HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 1 METRO TIMUR Oleh ...

THE IMPLEMENTATION OF KAGAN STRUCTURE: ONE STAY TWO STRAY ...

THE IMPLEMENTATION OF KAGAN STRUCTURE ONE STAY TWO STRAY

implementation of One Stay Two Stray strategy also can give students an interesting method of conducting class discussion. They agreed that by implementing One Stay Two Stray strategy in classroom teaching learning was successfully creating a warm atmosphere so that students enjoyed and felt relaxed during the lesson. Their interest towards the ...

IRM-G-8709 LegPerf US - Northern Tool + Equipment

IRM G 8709 LegPerf US Northern Tool Equipment

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